Good Afternoon!

Welcome . . . to the Orientation on

Competency-Based Training

Part I

World of work . . .sectors- Agriculture And Fishery Sectors-Construction - Health and Wellness-Tourism

-Metals and Engineering -ICT -Garments Sector and many more .. .

• Each sector . . . QUALIFICATIONS-Agriculture – Horticulture NC II, NC III, Vegetable Production NC II, NC III-Construction Sector – Masonry NC I, NC II, Electrical Installation and Maintenance NC II, NC III, NC IV, Carpentry NC II, Construction Painting NC II

-Tourism Sector – Commercial Cooking NC II, NC III, Food and Beverage Services NC II, NC III, Bread and Pastry Production NC II, Tour Guiding Services NC II-Metals and Engineering – SMAW NCII, GTAW NC II-Health and Wellness – Health Care NC II, Massage Therapy NC II, Beauty Care NC II

What is a Qualification?A QUALIFICATION is - the standard criteria required to be achieved to obtain recognition of competence on a group of units of competency that meet industry requirements for an occupation

– refers to the group of competencies that describes the different functions of the qualification

The building blocks of a qualification are the units of competency for an

industry

Competency - is the possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace

What are the components of a qualification?

A qualification comprises of:Basic CompetenciesCommon Competencies Core Competencies

BASIC Competencies – skills and knowledge that everyone needs for work

Four Areas of Competency:-Communication-Teamwork-Problem Solving-Planning

COMMON Competencies – skills and knowledge needed by people working in

a particular industryExample of common competencies

Skills and knowledge required by all people in the Construction industry:

-Perform work safely-Contribute to quality system-Use hand tools-Interpret drawings-Perform industry calculations

CORE COMPETENCIES – are units that are specific to a stream of a

given sector

FOOD AND BEVERAGE SERVICES NC II

BASIC COMPETENCIESParticipate in workplace communicationWork in a team environmentPractice career professionalismPractice occupational health and safety procedures

.COMMON COMPETENCIESDevelop and update industry knowledgeObserve workplace hygiene proceduresPerform computer operationsPerform workplace and safety practicesProvide effective customer service

.CORE COMPETENCIESProvide Link Between Kitchen and Service AreaProvide Food and Beverage Service Provide Room Service

1 Develop and Update Food and Beverage Knowledge

TRAINERS’ METHODOLOGY LEVEL I

BASIC COMPETENCIES1. Lead workplace communication

2. Apply math and science principles3. Apply environmental principles and advocate conservation4. Utilize IT applications in technical training5. Lead small teams6. Apply work ethics, values and quality principles7. Work effectively in vocational education training8. Foster and promote an inclusive learning culture9. Ensure healthy and safe learning environment10. Maintain and enhance professional practice11. Develop and promote appreciation for costs and benefits of

technical training12. Develop and promote understanding of global labor markets

CORE COMPETENCIES

1. Plan training session2. Facilitate learning session3. Utilize electronic media in facilitating

training4. Supervise work-based learning5. Conduct competency assessment6. Maintain training facilities

Competency - is the possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace

Competency Standards – gives the specifications of competencies required for effective work performance

TRAINING REGULATIONS (TR)– the document that serves as a basis in the formulation of competency assessment and the development of curriculum and instructional materials for competency-based technical education and skills development (TESD).

The Training Regulations serve as basis for the: - -1. Competency assessment and certification;2. Registration and delivery of Training Programs and;3. Development of curriculum and assessment instruments

TRAINING REGULATIONS (TR)– serve as basis for the- Competency assessment and certification;- Registration and delivery of Training Programs- Development of curriculum and assessment instruments

SECTIONS OF THE TRSection 1

Definition of the QualificationSection 2

Competency StandardsSection 3

Training StandardsSection 4

National Assessment and Certification Arrangement

Section 1Definition of the Qualification – refers to the group of competencies that describes the different functions of the qualification-This section enumerates the Basic Competencies, Common Competencies and Core Competencies of the qualification-It also enumerates the job titles of workers who qualified for this qualification

Section 2Competency Standards – gives the specifications of competencies required for effective work performance

Competency - knowledge, skills and values required for the performance of a job, occupation or trade and the corresponding standard of performance required for these in the workplace

Basic Competencies – Common Competencies -Core Competencies -

Training Standards – contains information and requirements in designing program for certain Qualification.

It includes:• Curriculum Design;• Training Delivery;• Trainee Entry Requirements;• Tools, Equipment and Materials;• Training Facilities;• Trainer’s Qualifications and• Institutional assessment

9. Ensure healthy and safe learning environment10. Maintain and enhance professional practice11. Develop and promote appreciation for costs and benefits of technical training12. Develop and promote understanding of global labor markets

CORE COMPETENCIES1. Plan training session2. Facilitate learning session3. Utilize electronic media in facilitating training4. Supervise work-based learning5. Conduct competency assessment6. Maintain training facilities

COMPETENCY-BASED TRAINING• a training delivery approach that focuses on the competency development of the learner as a result of the training;•Emphasizes most on what the learner can actually do;•Focuses on outcomes rather than the learning process within specified time;•Concerned with the attainment and application of knowledge, skills and attitudes to a specific level of competency

Principles of CBT

Principle One

The training is based on curriculum developed from the competency

standards

Learning is based on the Competency-based curriculum

Principle Two

Learning is competency-based or modular in structure

Module 1 Module 2 Module 3

Unit of Competency

Principle Three

Training delivery is individualized and self-paced

Learning is done by the learner at own pace

Principle Four

Training is based on work that must be performed

Learning is based on the actual industry practice

Principle Five

Training materials are directly related to the competency standards and the

curriculum

CS to CBC to LMs

Principle SixAssessment of learners is based in the

collection of evidences of work performance based on industry or organizational required standards

Students are judged against each other(norm referenced

Assessment)

Each student is assessed against

the evidences based on required

standard

Traditional CBTVET

Students are not judged against each other

Principle Seven

Training is based both on and off the job components

Better learning with industry andschool partnership

Principle Eight

The system allows Recognition of Prior Learning (RPL)

Workers and Students can have prior skills recognized

Principle Nine

The system allows for learners to enter and exit programs at different times and

levels and to receive an award for competencies attained at any point.

There is flexibility for entry and exit from programs

Principle Ten

Approved training programs are nationally accredited

Training programs are registeredwithin UTPRAS

CBT Process Flow

YES

Trainer observes

performance

Trainee practices task

Trainee Rates own

performance

TrainerRates

performance

Trainee enters program

• Administer RPL• Orientation• Role of trainer/trainee

Trainee selects competency and receive instructions

• Administer Learning Contract• Organize learning strategy• Provide materials • Introduce CBLM materials• Introduce the Use of Achievement Progress Report

Review learning package

View multimediamaterials

Use manuals

Observe demonstration

Practice skills in workshop

Receive assistance and

advise

YES

Trainee exitsprogram

Have completed all the

competencies?

SatisfactorilyPerformed

Competency?

Undergo Nat’lAssessment

NO

NO